Name: Amy Stroeder Grade: 5 Topic: European Influence on Canadian Society.
Big Picture Connections:
Students will learn about the history of the Mi'kmaq culture and how their people were affected by the Europeans. Students will learn the importance of culture and how easily is can be influenced.
Curriculum Outcomes: DR5.3Identify the European influence on Canadian society Goal:
To analyse the dynamic relationships of people with land, environments, events, and ideas as they have affected the past, shape the present, and influence the future. Indicator:
e) Show how trade influenced the establishment of the first communities in Canada.
i) Undertake an inquiry to determine how the fur trade affected the peoples of Canada.
How I can promote multiple perspectives of this content:
The students will be given the opportunity to research both sides of the story. (First Nations & Europeans)
The students will celebrate the Mi'kmaq culture by creating their own identity (character).
Interdisciplinary Connections:
This lesson can be integrated into Arts Education (Drama, Role playing, Visual representation of their character)
This lesson can also be integrated into Language Arts (Students will practice writing a biography)
Step 2: Learning Plans
Set:
Introduce the students to the unit by reading the famous Mi'kmaq legend. (attached)
Activate prior knowledge by asking the students what they think they know about the European influence on Canadian society and the fur trade. (write on the board)
Let the students know that they will be transforming into characters which they will create.
These characters will be part of the Mi'kmaq First Nation and they will all live together in one community.
They will be faced with certain scenarios where they will have to make decisions in role.
Development:
Ask the students to begin to brainstorm what their character may be like.
Include certain information such as:
What would this person believe in?
Who does this person trust?
What kind of person is this? (Old, young, male, female)
What are the dynamics of the village?
Is this person a happy person? Cynical?
Have the students work in pairs on the computers.
Send the students to these specific websites to learn a bit more background information about the Mi'kmaq people:
Once they have collected some research, briefly have the students share what they have learned with the rest of the class.
Ask the students to write up a biography of their invented character. Along with this biography, they are to draw a picture of their character.
Once the students have completed their character sketch, they will then share with the class.
Closure:
Ask the students:
What kinds of issues do you think will arise for our characters?
How will we make the appropriate decisions based on our situations?
Before class ends, have the students start their Character Journal.
This journal will be written in role and will be there for the students to reflect on what their character may be feeling or doing at that particular time.
Reflection on and Assessment of Learning:
Journals will be collected after each entry to check for students' ability to get into their "role"
Students will be evaluated using a checklist. (See Assessment Tools)
Adaptive Dimension:
For students who have difficulties understanding concepts from text alone, have them work on the computer with a partner.
For students who have difficulties getting into a "role" have them work with a partner to ease the stress.
Resources and Materials:
Designated websites
Computers
Large cardstock paper for biographies
Pens/Pencils/Markers
Mi'kmaq Legend
Mi'kmaq Legend
A young woman consulted an elder regarding a strange dream. She said she saw a small white island moving through the great waters. On this floating island were trees and living beings. One man stood apart from the others and he was dressed in rabbit skins and he had hair on his face. The elder had never heard of such as dream as this and offered the girl no explanation. All became clear the next morning when the young girl awoke with what appeared to be a small island moving toward her village. The Mi'kmaq men took up their weapons to kill what they thought to be hairy-faced bears on the moving island. But they stopped in surprise to discover the bears were actually men with white skin. The island was actually a large boat. White men jumped from the ship into smaller boats and came towards shore. A man stood apart from the others because he was dressed in white. The boats landed and the strange men attempted to speak to the Mi'kmaq. The man dressed in white made signs of friendship and spoke in earnest but his language was unknown. The young woman was brought forward by the elder and asked if this was the man of her dream. "Yes" she replied. Magicians and prophets of the tribes were angered because the dream of prophecy came to a young girl and not them. They believed they would have readied themselves against this man in white who was a priest and teacher of white men. http://www.ucalgary.ca/applied_history/tutor/firstnations/gulf.html
Students will learn about the history of the Mi'kmaq culture and how their people were affected by the Europeans. Students will learn the importance of culture and how easily is can be influenced.
DR5.3 Identify the European influence on Canadian society
Goal:
To analyse the dynamic relationships of people with land, environments, events, and ideas as they have affected the past, shape the present, and influence the future.
Indicator:
e) Show how trade influenced the establishment of the first communities in Canada.
i) Undertake an inquiry to determine how the fur trade affected the peoples of Canada.
- Introduce the students to the unit by reading the famous Mi'kmaq legend. (attached)
- Activate prior knowledge by asking the students what they think they know about the European influence on Canadian society and the fur trade. (write on the board)
Let the students know that they will be transforming into characters which they will create.These characters will be part of the Mi'kmaq First Nation and they will all live together in one community.
They will be faced with certain scenarios where they will have to make decisions in role.
Ask the students to begin to brainstorm what their character may be like.
Include certain information such as:
- What would this person believe in?
- Who does this person trust?
- What kind of person is this? (Old, young, male, female)
- What are the dynamics of the village?
- Is this person a happy person? Cynical?
Have the students work in pairs on the computers.Send the students to these specific websites to learn a bit more background information about the Mi'kmaq people:
Once they have collected some research, briefly have the students share what they have learned with the rest of the class.
Ask the students to write up a biography of their invented character. Along with this biography, they are to draw a picture of their character.
Once the students have completed their character sketch, they will then share with the class.
Ask the students:
- What kinds of issues do you think will arise for our characters?
- How will we make the appropriate decisions based on our situations?
Before class ends, have the students start their Character Journal.This journal will be written in role and will be there for the students to reflect on what their character may be feeling or doing at that particular time.
Mi'kmaq Legend
A young woman consulted an elder regarding a strange dream. She said she saw a small white island moving through the great waters. On this floating island were trees and living beings. One man stood apart from the others and he was dressed in rabbit skins and he had hair on his face. The elder had never heard of such as dream as this and offered the girl no explanation. All became clear the next morning when the young girl awoke with what appeared to be a small island moving toward her village. The Mi'kmaq men took up their weapons to kill what they thought to be hairy-faced bears on the moving island. But they stopped in surprise to discover the bears were actually men with white skin. The island was actually a large boat. White men jumped from the ship into smaller boats and came towards shore. A man stood apart from the others because he was dressed in white. The boats landed and the strange men attempted to speak to the Mi'kmaq. The man dressed in white made signs of friendship and spoke in earnest but his language was unknown. The young woman was brought forward by the elder and asked if this was the man of her dream. "Yes" she replied. Magicians and prophets of the tribes were angered because the dream of prophecy came to a young girl and not them. They believed they would have readied themselves against this man in white who was a priest and teacher of white men. http://www.ucalgary.ca/applied_history/tutor/firstnations/gulf.html